Therapist Behaviors as Predictors of Immediate Homework Engagement in Cognitive Therapy for Depression

被引：19

作者：

Conklin, Laren R. ^{[1
,3
]}

Strunk, Daniel R. ^{[1
]}

Cooper, Andrew A. ^{[1
,2
]}

机构：

[1] Ohio State Univ, Dept Psychol, 1835 Neil Ave, Columbus, OH 43210 USA

[2] Univ Toronto Scarborough, Dept Psychol, 1265 Mil Trail, Toronto, ON M1C 1A4, Canada

[3] Chalmers P Wylie VA Ambulatory Care Ctr, 420 N James Rd, Columbus, OH 43219 USA

来源：

COGNITIVE THERAPY AND RESEARCH | 2018年 / 42卷 / 01期

关键词：

Homework; Cognitive therapy; Depression; OUTCOME RESEARCH; ASSIGNMENTS; PSYCHOTHERAPY; METAANALYSIS; ADHERENCE; GUIDELINES;

D O I：

10.1007/s10608-017-9873-6

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

Homework assignments are an integral part of cognitive therapy (CT) for depression, though facilitating homework engagement in patients with depression can be a challenge. We sought to examine three classes of therapist behaviors as predictors of homework engagement in early sessions of CT: therapist behaviors related to the review of homework, the assignment of homework, and efforts to help patients overcome obstacles to completing homework. In a sample of 66 depressed outpatients participating in CT, therapist behaviors involved in assigning homework predicted both CT-specific homework engagement and more general homework engagement. Therapist behaviors involved in homework review were not predictive of homework engagement. Our findings are consistent with the possibility that therapists' emphasis of key elements of the homework assignment process enhances patients' engagement in homework in early sessions of CT.

引用

页码：16 / 23

页数：8

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